Role Of Critical Thinking Research Articles

RÈN LUYỆN TƯ DUY PHẢN BIỆN CHO HỌC SINH TRUNG HỌC PHỔ THÔNG ĐÁP ỨNG YÊU CẦU ĐỔI MỚI GIÁO DỤC

Training and developing critical thinking for students is one of the important tasks in developing high-order thinking abilities for students of every school, at all levels in the world. especially high school students, so that students can participate in labor activities or continue to study to a higher educational level after graduating from high school. The purpose of the article clarifies the content and role of critical thinking, on which basis proposes a number of measures to contribute to improving the capacity of critical thinking for high school students in our country in the past. Overall school education program renewal scene. Qualitative research methods are used throughout the research process, on that basis proposes a number of measures to improve the capacity of critical thinking for high school students in our country under the context of innovative high school education programs in overall.

Procena kritičkog mišljenja i postignuća u nastavi stranih jezika na univerzitetskom nivou

The aim of this study is to examine the correlation between the critical thinking skills and the success rate of the English language acquisition modelled on similar research conducted in other academic settings. This paper presents an overview of previous research and conclusions on the role of critical thinking in education. The results of the quantitative study confirmed that there was a strong correlation between students' critical thinking skills and their abilities to learn foreign languages, and that better critical thinkers were far more successful in learning foreign languages. The correlation between the success rates of English language learning and the critical thinking test section devoted to deductive reasoning proved particularly significant. Further research should be done to determine the nature of this relationship as accurately as possible so that its practical application in the teaching process is of greater importance.

Education During the Enlightenment: Women Engaging Critical Inquiry

Until the late seventeenth-century, French women had limited access to education. This article explores the openings that the Enlightenment provided for reconceptualizing women’s education, and how women used their roles as salonnières and novelists to challenge gendered educational limits. Using the lenses of education and gender norms, we highlight women’s intellectual contributions to the French Enlightenment and the history of ideas and emphasize the role of critical thinking in creating gender equality. With this scholarship, we encourage students to reflect on the history of the Enlightenment and the importance of reading, writing, and critical thinking for tackling present issues of discrimination. Furthermore, for educators, we challenge them to see the benefits of centering marginalized voices in the history of the Enlightenment for what those voices offer, engaging students in critical thinking and education and addressing equity and social justice for both individuals and society at large.

CRITICAL THINKING OF IT TEACHERS AS IMPORTANT COMPONENT OF THEIR PROFESSIONAL COMPETENCE

The article analyzes the role of critical thinking in professional growth, proves that critical thinking is an integral part of the professional competencies of future computer science teachers, an important component of modern higher education. The definition of the concept of critical thinking is clarified and presented in the author's interpretation as a type of thinking and evaluation activity, which is manifested in special skills that are formed in the process of professional training, and which are necessary for the effective solution of professional problems. The study outlines the principles of development of critical thinking and identifies four stages of development of critical thinking of future computer science teachers. The author of the article emphasizes the observance of certain pedagogical conditions in the process of forming students' critical thinking: taking into account age, level of educational achievements, available life experience. It was found that the basis of critical thinking is such qualities of the mind as curiosity, flexibility, depth, discipline, organization of mental activity, critical thinking, which must be developed in the future specialist. Based on the analysis of scientific sources and practical developments, it is proved that critical thinking is the key to the productive professional activity of future teachers in ensuring compliance with the requirements for mandatory learning outcomes of students in the field of informatics, self-improvement, reflection.

DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT

The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.

The Role of Critical Thinking in Helping Students Cope with Problems

Purpose: This research study aims to address the role of higher education programs in developing students’ critical thinking and problem-solving skills, emphasizing on the importance of the university professors’ role in nurturing these skills through the means they use in the classroom. The research also aims to highlight the difference in developing these skills among students between universities that follow the Francophone system and universities that follow the American system. Approach/Methodology/Design: To achieve the goal of this research, a descriptive approach was adopted to test the validity of the research hypotheses which are based on correlations between research variables related to higher education programs and the skill of critical thinking. A questionnaire was employed to collect data from the sample, which consisted of four private universities, divided into two groups which are two private universities that follow the American system, and two private universities that follow the Francophone system. The sample consisted of 120 students from universities that follow the American system, and 132 students from universities that follow the Francophone system. The students were selected from the Faculty of Economics and Business Administration. Findings: It was found out that there are statistically significant differences between the students’ answers regarding the extent of their ability to possess the skills of critical thinking and problem-solving in concerning to the universities in which they study, and we have also found that there are statistically significant differences in the student’s acquisition of these skills between the programs of Francophone and American universities according to their demographic characteristics and majors. Practical Implications: The study will be of great use for concerned authorities, emphasizing on critical thinking and problem-solving skills. Originality/value: The findings revealed a significant correlation between university programs and critical thinking and problem solving skills.

ПЕДАГОГІЧНА РЕФЛЕКСІЯ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ КРІЗЬ ПРИЗМУ КРИТИЧНОГО МИСЛЕННЯ

The article is devoted to the research of the problem of development of professional reflection of a primary school teacher. The focus is on the role of critical thinking of the teacher in this process in the conditions of infodemia. Using the methods for determining pedagogical reflection (Determining the level of formation of pedagogical reflection) (OV Kalashnikova), "Determining the level of reflection" (OS Anisimova)) in a sample of primary school teachers, the advantage of the average level of pedagogical reflection was investigated. The results of the research is showed the competence of teachers in self-knowledge and introspection, analysis of their feelings and interests, the cause-and-effect relationship of their behavior and actions. At the same time, the difficulties of teachers in the control of their pedagogical activities, adaptation in difficult pedagogical situations, the manifestation of regulatory flexibility, when the educational process are changed, analysis and assessment of barriers to professional development were revealed. This difficulties are demonstrated the importance of searching for ways to optimize the professional reflection of primary school teachers, in particular, the role of critical thinking in this process.Pearson's correlation coefficient revealed a statistically significant direct correlation between indicators of pedagogical reflection and socioreflection, indicators of the scale of the personal component of pedagogical reflection and critical thinking, as well as between indicators of critical thinking and autoreflection. The obtained results testify to the dependence of pedagogical reflection of primary school teachers on the development of their critical thinking, reflection of their own experiences and analysis of the experiences of others.

Editorial introductions

Current Opinion in Obstetrics and Gynecology was launched in 1989. It is one of a successful series of review journals whose unique format is designed to provide a systematic and critical assessment of the literature as presented in the many primary journals. The field of obstetrics and gynecology is divided into nine sections that are reviewed once a year. Each section is assigned a Section Editor, a leading authority in the area, who identifies the most important topics at that time. Here we are pleased to introduce the Journal's Section Editors for this issue. SECTION EDITORS Joseph AquilinaJoseph AquilinaJoseph Aquilina, FRCOG, MFFP, is a consultant obstetrician and gynaecologist at Barts Health NHS Trust based St. Bartholomew's and the Royal London Hospitals, UK, and Honorary Senior Lecturer in Obstetrics and Gynaecology at Queen Mary University of London, UK. He is the Lead Clinician for Fetal Medicine Clinical Academic Group and runs a one-stop menstrual disorders clinic at St Bartholomew's Hospital. Mr Aquilina obtained his primary medical degree in Malta and then moved to the UK for his basic postgraduate training in Bristol, and in London at King's College and Greenwich Hospitals, UK. He subsequently undertook research and subspecialty training in feto-maternal medicine/gynaecological ultrasound as a lecturer at St.Bartholomew's and Royal London Medical School, Queen Mary Westfield College, based at Homerton Hospital, UK. He is recognised as a preceptor for training in gynaecological scanning by the Royal College of Obstetricians and Gynaecologists, UK. His special interests include polycystic ovarian syndrome, prediction of pre-eclampsia and the application of ultrasound in the diagnosis and management of benign gynaecological conditions. Ruben AlveroRuben AlveroDr Ruben Alvero is Professor of Obstetrics and Gynecology at Stanford Medical School, USA, and is the Division Director of Reproductive Endocrinology and Infertility at the Lucille Packard Children's Hospital, USA. He is Board Certified in obstetrics and gynecology, and in reproductive endocrinology and infertility. He is a fellow of the American College of Obstetrics and Gynecology and the American College of Surgeons. Following undergraduate training at Harvard College, USA (BA, Economics, 1980), Dr Alvero received his medical degree from the Uniformed Services University of the Health Sciences in Bethesda, Maryland, USA, in 1986. He completed his residency in Obstetrics and Gynecology at Walter Reed Army Medical Center, USA (1990), and a fellowship in Reproductive Endocrinology and Infertility at the National Institutes of Health, USA (NIH, 1995). Dr Alvero was the Division Director for Infertility Services at the National Naval Medical Center, Bethesda, USA, and Walter Reed Army Medical Center and faculty in the NIH-sponsored fellowship in Reproductive Endocrinology and Infertility. Dr Alvero remained a reserve Colonel in the US Army Medical Corps until 2012, and during 27 years in the Army was mobilized several times for missions around the world, including service in Iraq, Kuwait, Mongolia, Germany and various locations in the United States. Dr Alvero was Professor of Obstetrics and Gynecology and Vice Chair for Education at the University of Colorado Health Sciences Center, USA, and the Director of the Assisted Reproductive Technologies, and founding member of the Center for Surgical Innovation. Dr Alvero was Residency Program Director in Obstetrics and Gynecology at the University of Colorado, USA. He was subsequently Division and Fellowship Director at Brown University, USA. The Council in Residency Education in Obstetrics and Gynecology awarded him its National Faculty Award for Excellence three times. He has been NIH-funded, most recently as part of the Reproductive Medicine Network. Dr Alvero is currently the Vice President of the Society for Reproductive Endocrinology, the national organization of fertility specialists and will take over as President in October 2020. Dr Alvero's clinical interests include IVF, polycystic ovary syndrome, endometriosis and robotic surgery. Dr Alvero's research interests include non-invasive evaluation of embryo quality, cost-effectiveness analysis, and the role of critical thinking in medical education. A fluent Spanish-speaker, Dr Alvero is also dedicated to improving the health of the Latinx community.

Impact of cultural and religious literacy: Implications for information literacy

AbstractToday, more than ever, there is an abundance of information and points of access that can complicate the information seeking process, even in religious communities and cultures. People are overwhelmed with information and tend to seek information from those they trust; consequently, individuals are oftentimes blindly trusting these sources. It is important, therefore, to create awareness of misinformation in religious communities/cultures, including ways it can be spread, and the role of critical thinking as a defense against it. This study looks to examine the relation of information literacy within religiously enforced cultures.

The Effect of Flipped Education on Undergraduate Student Critical Thinking Ability

As much as we do not like to admit it, the world we live in is nothing like the world of 50 years ago. A visitor from 1940 would not recognize the place he had come from, in styles of dress, doing things, and architecture too. People have had to adapt their lives as technology advanced, and in the last 50 years, more technological advancements happened than in 300 years before that. In our world where everything is perpetually changing, each person must make dynamic changes to be an effective agent for a better future. With all the changes that have occurred over the years of education, the one thing that has almost never changed is the need for all people to be critical thinking people and aware of everything else around them. Human beings are probably the only creatures in the world that are capable of critical thinking, and therefore are the sole agents of future changes. The likely candidates who are ready to take over this role of critical thinking is the group of undergraduate students who are soon to enter the world's economy. This paper will closely scrutinize the role of the critical thinker and elaborate on the methods to measure which can be suitable for all students to learn from so that they in turn can become critical thinkers. This will help affect the ever more necessary future changes for the continual betterment of the world and elucidate the critical thinking measurement methods that will be suitable to use with undergraduate students of all places and levels making it able to reveal, grade, and assess this skillset, which is ultimately important, but difficult to quantify. In this study, the author introduces the addition of a reversed system, the flipped classroom, in conjunction with the established norm of teaching methods.

The Role of Critical Thinking in Fostering Professional Capacity for Pedagogical Students in Vietnam Nowadays

Improving the professional capacity of pedagogical students is an urgent issue facing pedagogical universities in Vietnam. Currently, the professional capacity of these students is not only shown in the teaching ability but also in the soft skills fostered and self-trained by students themselves during the university study process. This article clarifies the role and the importance of critical thinking in fostering professional capacity for pedagogical students in Vietnam nowadays. Keywords: critical thinking, professional capacity, pedagogical students, role. DOI: 10.7176/RHSS/10-18-06 Publication date: September 30 th 2020

Critical thinking and EFL learners’ performance on textually-explicit, textually-implicit, and script-based reading items

The current research study set out to cast light on the role of critical thinking in the performance of Iranian English as a Foreign Language Learners (EFL) on three types of reading items namely, textually explicit items, textually implicit items, and script-based items. The study, in fact, tried to examine whether or not the concept of critical thinking could make a significant difference in reading performance of EFL learners specifically the three mentioned reading items. To this end, 112EFL learners were randomly selected and assigned as the participants of the study. They were first distinguished in terms of their critical thinking ability via the Cornell Critical Thinking Skill Test (CCTST) and then were asked to sit for three tests of reading with three different reading items: textually explicit reading items, textually implicit reading items, and script based reading items. Having gleaned and analyzed the intended data through descriptive statistics and MANOVA, it was revealed that there was no significant difference between the high and low critical thinking learners in terms of textually-explicit reading items, but for the textually-implicit and script-based reading items, the two groups differed significantly. The pedagogical implications of the study are also discussed.

Critical Thinking Perspective in ESL New English Textbooks: A Case Study of Pakistan

This study examines ESL textbooks of English language of grade 9th and 10th of Punjab model schools in Pakistan. In order to achieve the goals of research, the qualitative method was used and applied Paul Elder’s Critical Thinking Model (2008) on the text books of grades 9 and 10. The collected data was analyzed qualitatively. Activities mentioned in the textbooks of grades 9 and 10 of Punjab textbook board were extracted and analyzed in the light of Paul and Elder’s CT model. ESL teachers’ interviews regarding the said textbooks serve as an insight into the role of critical thinking among learners. Mention the period of analysis. There relevance exists between the exercises given in English textbooks with the model of critical thinking prosed by Paul and Elder. However, the teachers of Government schools are unaware of the critical thinking perspective and some sessions of critical thinking training need to be offered to the English school teachers of Government schools. The results of the study have significant implications for material developers. The study recommends that the Government of Punjab may provide a training program to the teachers who may get some sort of training and implement on the students the best of teaching practices in Pakistan. In the same context, the analysis of interviews shows that teachers have been playing a passive role in the promotion of CT in the teaching process. Hence, there is a need to organize some training sessions to make them aware of the basic concept and importance of CT in Pakistan.

Relationship between family emotional atmosphere and creative problem solving with mediator role of Critical thinking among students

Relationship between family emotional atmosphere and creative problem solving with mediator role of Critical thinking among students

The role of critical thinking in developing speaking skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

Papel do pensamento crítico na tomada de decisão pelo enfermeiro: revisão integrativa

Objetivo: identificar as evidências disponíveis na literatura sobre o papel do pensamento crítico na tomada de decisão pelo enfermeiro. Métodos: Revisão integrativa, na qual o levantamento bibliográfico foi realizado nas bases de dados Medical Literature Analysis and Retrieval System Online, Cumulative Index to Nursing and Allied Health Literature e Literatura Latino-americana e do Caribe em Ciências da Saúde, no período de 26 de janeiro a 07 de fevereiro de 2018. Utilizou-se os descritores thinking, decision making e nurses. Amostra foi composta por nove artigos. Resultados: Houve aumento nas produções entre os anos de 2009 e 2014, a maioria das publicações são norte-americanas e caracterizadas por estudos de intervenção. Houve prevalência de estudos com nível de evidência III e V. Evidenciou-se três categorias de análise: Relação do pensamento crítico com a tomada de decisão de enfermeiros; Metodologias de ensino para mediar o pensamento crítico; Fatores relacionados ao desenvolvimento do pensamento crítico e à tomada de decisão. Considerações finais: O pensamento crítico apresenta estreita relação com a tomada de decisão do enfermeiro. As metodologias de ensino podem mediar o desenvolvimento dessa competência. Outros fatores como a idade dos profissionais e os anos de experiência também estiveram relacionados ao pensamento crítico.

The role of critical thinking in developing speaking skills

Critical thinking is one of the major and rapidly growing concepts in education. Today, its role in second and foreign language learning and teaching is of great importance. Critical thinking skills and the mastery of the English language are expected to become essential outcomes of university education. To become fluent in a language and must be able to think critically and express thoughts, students need practise speaking activities using critical thinking skills. In this article, we define the concept “critical thinking” and discuss the role of critical thinking in the development of speaking skills through some practical activities that can be used in the classroom for students to practice critical thinking skills.

The Role of Critical Thinking as a Mediator Variable in the Effect of Internal Locus of Control on Moral Disengagement

The Role of Critical Thinking as a Mediator Variable in the Effect of Internal Locus of Control on Moral Disengagement

Kritičko mišljenje u digitalnoj eri - klik ili kritika

This paper starts from a premise that critical thinking is a threat to the owners of capital in the media, but that a critical view of the world is also an essential need of journalists and wide public. That is why there are so many changes in the work of modern journalists. The paper, through empirical insight, points out the inevitable pitfalls that stand in the way of the development of critical thinking among journalists employed in new media. The main goal of the paper is to investigate survival of the role of critical thinking in the digital environment media, which keep developing faster and faster in the (never clearly stated) conditions where critical thinking remains foreign to most Internet users. Possible strategies of resistance against exclusively market-oriented media are also pointed out at the end of the paper.

Роль критичного мислення та рефлексивної культури вчителів біології у формуванні професійних компетентностей

Роль критичного мислення та рефлексивної культури вчителів біології у формуванні професійних компетентностей